One Child at a Time

How easily we lose what our founding fathers fought to win when we fail to recognize the loss of freedom, especially as it occurs in our public schools.      

 One Child at a Time

     The door opened, and the new teacher stepped into the classroom, focusing on the class of twenty-two third graders sitting upright, rigid and unblinking.  She searched their faces for the anticipation and interest that would help them fall in love with her new ideas, her well-thought out lessons, and her kind heart, captured in her soft smile. At least that is what she hoped for.  The new teacher sensed an uneasiness in the children, a strangeness.  “Of course, they are uneasy,” she thought.  “Everything is about to change."
     Before she could dwell much longer on the peculiar behavior of the children, the door opened again. This time the principal, Ms. James, entered quickly, moving to the front of the room and bumping the new teacher ever so slightly with her bulging hips.  The new teacher’s cheeks grew hot and pink, and the children, unlike Ms. James, felt her discomfort.
     “Good morning, children.”
     “Good morning, Ms. James,” the children chorused as they welcomed the end of the awkward moment.
     “This is Ms. Thomas, your new teacher.  Please show her how happy you are that she is here.”
     “Welcome to our class, Ms. Thomas,” they said without a single voice out of sync.
    “My,” started Ms. Thomas, “I think you must have practiced that greeting a great deal!  You said it perfectly together!”
     She smiled, eyes sparkling and full of life as the thought of giving them her very best lessons in math and art and history and language and science washed over her and made her reel with excitement.  This was the day for which she had waited her whole life, the day that she would have her own classroom, her own students, and a chance to share the knowledge she had ferreted away just for them.
     “I am so very happy to be your teacher,” she bubbled.  “I have so many things I want to teach you!  Do any of you have any questions before we start our day?”
     A deafening silence blanketed the room as the students stared back at the new teacher.  Ms. Thomas smiled her nervous smile then glanced at Ms. James.  Ms. James simply stood and stared at the children as if to signal that no questions would be necessary.  Still, one small hand at the back of the room slowly appeared among the group.
     “Yes - um - I’m sorry, I don’t know your name,” Ms. Thomas said.
    “I - my name - that is - My name is Lucy, and I’m new, too,” the tiny voice spoke.  It suited the thin, dark-skinned girl whose eyes were noticeably different from all the others.
     “Wonderful!  Then we will learn how everything works around here together,” Ms. Thomas said with a lilt in her tone that surprised the children.
     “Yes, of course, you will,” interrupted Ms. James.  “That is what happens with all new teachers and new students. Isn’t it class?  They all learn how things work in our school.”
     “Yes, Ms. Jones,” they said in unison.
     Another hand shot into the air.
     “Yes, Joshua, do you have something you’d like to say?”  This time it was Ms. James who called on the student.
     “Yes, Ms. James.  I was wondering if we would be starting our lesson now.  We are already five minutes behind, and we haven’t even said the school pledge.”
     Ms. Thomas looked quizzically at Ms. James who understood and responded before the question could even be asked.  “Ms. Thomas, we do not say the ‘Pledge of Allegiance’ in our school because it may offend some of our students and staff, so we only pledge our allegiance to our school.  We all love our school, right boys and girls?”
     “Yes, Ms. James.”  All of the voices rang loud and clear, except for Lucy.  She stayed fearfully quiet, as did Ms. Thomas.
     “Shall we show Ms. Thomas and Lucy how we do this?” asked Ms. James.
     “Yes, Ms. James.”
     The children, all dressed the same and wearing the same expressionless faces, rose as one and extended their right hands toward a picture of the superintendent of schools that hung front and center on the wall above the chalkboard and recited in dreary monotone voices:
     “We pledge allegiance to our school, an extension of the state and of the country in which we live, and we promise to work hard every day to learn only that which will help us pass the state exam so that every student will be equal and the same in every way so that our citizens will always be equal and the same in every way.  We pledge in the name of our beloved and most honorable superintendent of our school, our global representative.”
     Ms. Thomas stared in disbelief and fear.  Wasn’t this the school from which she had graduated just a few short years before?  Wasn’t this the school where she discovered her dream as she watched her teachers - her heroes - work their magic on their students by inviting them to shoot for the stars and then helping them build rockets to get there?  Wasn’t this the school that all other schools had once held in high esteem as the one that was different and special and independent?  Wasn’t this the school she had dreamed of returning to so that she could be a part of something unique and wonderful and excellent?
     “Do you understand our pledge, Ms. Thomas?” asked Ms. James.
     “Perfectly,” Ms. Thomas replied.
     “Good.  Then, I will leave you to your class.”  With that, the principal with the bulging hips left the room, closing the door behind her.
     Consumed in utter sadness and despair at what had just occurred and what had become of her precious alma mater, Ms. Thomas did what great teachers do; she looked for hope in the faces of the children, but all that stood before her were tiny robots with shark eyes, devoid of thought and imagination, products of collaboration and consensus and collectivism, except for one.
     Lucy glowed with the beauty of difference, and Ms. Thomas knew that all hope lay in this one child, a child not yet indoctrinated by the new curriculum and the new philosophy and the new way of eating away at a nation that was founded in independence of thought and rebellion against those who wanted to control it.  Ms. Thomas breathed in the Spirit of 1776 and set her sights on the Lucy’s of the world so that the way of life she had come to love would not be destroyed one child at a time. 

           

           

           

           

           

A Question of Curriculum

     I have been absent for a few months, and I am feeling writer's guilt!  I have been in research mode, reading about all kinds of curriculum programs that exist in our country (and in others).  There is a plethora of these creatures out there. I would like to get your input.  If you have the time (and teachers rarely do), I would appreciate knowing what curriculum you use and how it is working or not working for you.  Also, if you could design your own curriculum, what would you take into consideration before doing so? 

And Then There Were None

     I recently read an article about the sad state of affairs in the world of aviation.  It seems that hardly any pilots exist anymore who can manually fly a plane.  Most completely rely upon computers to do the flying for them.  In an AP article by Joan Lowy from August of 2011, the following was related:

          "A draft FAA study found pilots sometimes 'abdicate too much responsibility to automated systems.' Because these systems are so integrated in today's planes, one malfunctioning piece of equipment or a single bad computer instruction can suddenly cascade into a series of other failures, unnerving pilots who have been trained to rely on the equipment. The study examined 46 accidents and major incidents, 734 voluntary reports by pilots and others as well as data from more than 9,000 flights in which a safety official rode in the cockpit to observe pilots in action. It found that in more than 60 percent of accidents, and 30 percent of major incidents, pilots had trouble manually flying the plane or made mistakes with automated flight controls. A typical mistake was not recognizing that either the autopilot or the auto-throttle — which controls power to the engines — had disconnected. Others failed to take the proper steps to recover from a stall in flight or to monitor and maintain airspeed. 'We're forgetting how to fly,' said Rory Kay, an airline captain and co-chairman of a Federal Aviation Administration committee on pilot training."  

     That's when it occurred to me!  This is precisely what has been happening in the field of education as more and more school districts turn to the latest and greatest curriculum program or piece of technology to do the "flying" for them instead of relying upon the teachers who can still do it for themselves.  As it stands right now, we have many great teachers who know what and how to teach without the aid of an "automatic pilot."  But how long can that last?  As these master teachers retire or move into more lucrative lines of work, with them will go their expertise, their insight, and their much-needed mentorship. One would think that school districts would do everything in their power to glean all the knowledge and teaching strategies they can from these folks before they leave the profession.  Sadly, that is not what is happening. In some cases, they are even being forced to teach according to a "model" plan and style, one that may or may not work.  (Isn't it interesting how the powers that be in education can see that kids need individualized instruction but fail to see that teachers need to express their own individuality in order to provide this for their students?)

     

     Perhaps those who are reading this are wondering why anyone would pay large sums of money for something that they already pay teachers to do.  Perhaps those same people are wondering why the teachers with the best test scores, the highest standards, and most knowledge in their fields of study are not regularly asked how they achieve the results they get.  This writer is wondering that herself, and she fears the day when the last great educator is pushed aside to make room for a one-size-fits-all method of teaching that may be able to "fly" during times of fair weather, but what will schools do when the storms hit (that one kid or group of kids who need something different at the spur of the moment) or the instruments fail  (a power failure or breakdown in the system) or funding is cut (no more money for the expensive programs)? The teacher who has been using the automatic pilot will most assuredly panic and crash.   The master teacher will calmly take control and simply fly the plane, bringing everyone in for a three-point landing.

     So, what is the answer?  School districts should do all they can to allow the great ones to co-pilot the  ship until the new "pilots" are able fly on their own.  Master teachers working alongside the novice offer a "safe flight" for all as they offer tips and strategies and tricks of the trade to get everyone on board through the difficult flights. These folks have depth of knowledge and a full understanding of what must happen in their classrooms with their students.  They know how to maneuver through the rough spots and continue to fly because they have logged thousands of hours in the "cockpit." If education continues to promote the "automatic pilot" method of teaching, within a few short years the number of pilots who can fly the plane manually will be depleted, and in just a few more years - there will be none.  

     

      

      

Free Our School Counselors!

     Over the years I have had the privilege of knowing many school counselors.  They are kind people who choose to help the hurting and broken and lost.  Many start as teachers (since that is a requirement in most states) and put in their classroom hours so that they can live out their dreams of helping kids.  That worked well twenty-five years ago, but now they find themselves as test coordinators and monitors more than anything else. This saddens me greatly.

     When this happens, it leaves a huge void in the schools.  There was a time when a child in need could get a pass from the teacher and head to the office to visit with the counselor.  Now, they show up at the office, are asked to sign up for an appointment, and are sent back to class without any help (though immediate help may be what they need).  Counselors can't be blamed for this.  It is one of the many side effects of standardized testing.  I can still see the face of one of the best school counselors I ever knew when she said, "Gosh, I just wish they would let me see kids when kids need to see me!  I did not get into this to give a standardized test!"  

      When we remove these very valuable folks from their "natural habitat," we lose all the way around.  Teachers do not always have the time or the expertise to handle the kinds of emotional issues that arise in the all-American kid, and administrators have a more authoritarian relationship with the kids on a campus.  As a result, our kids are left to their own devices and often fall into lifestyles that are not always good for them, and they drag their friends in behind them while the school counselor watches sadly from behind a pile of test booklets.  Surely there is a better way to test our children without leaving them to seek help from those who are not experts in the field. 

A Suggestion for the First Week of "School

     Below is a little plan I devised for getting to know my kids in a quick and easy way while not wasting valuable class time.  Hopefully there will be something here that you can use to make your life a little easier and gather some important information about your students, as well.

Day 1:  Let the kids sit anywhere for the first four days.  This allows you to see who is chummy with whom and who is a loner.  Let them know your specific expectations.  I suggest you put them in the form of a letter that you send home to the parents and post it on your teacher page of your district website, as well.  In your letter, outline your classroom discipline policy, grading procedures, major projects for the year, weighting of tests and homework, late work policy,  supplies, contact information, conference time, etc.  (Offer bonus points on the first test if the letters are returned and signed by a parent.)  Create a folder for each kid and put this signed letter, sample work, and any other documentation in the folder; this folder will help you with parent conferences later in the year.  Make notes about specific students on your seating chart.

Day 2:  Ask for signed letters. Make your first assignment.  I suggest one that can be started in class but must be finished at home. Keep it simple but make it pertinent to your class.  (Remember:  They may not have a book to take home yet, so it can’t be dependent on the text.)  Make it due on Thursday.  This allows you to watch them work which will reveal how they work.  It also allows you to see who is going to misbehave and with whom. Let them know that you will be calling home if the homework assignment is not turned in on Thursday.  Continue to make notes about students on seating chart.

Day 3: Ask for signed letters.  Pass out textbooks along with a teacher-made test that quizzes them over the parts of the book (i.e. index, glossary, table of contents, chapter headings, reading checks).  DO NOT OFFER ASSISTANCE.  Set a time limit and watch to see who is not keeping up.  This little activity will let you see who works independently, who constantly asks his neighbor or you, and who can’t use a book.  While they are taking the quiz, go student to student and record textbook numbers and write their names in the books yourself (assuming you are issuing textbooks). That way when you have a book check, all you have to do is look for your handwriting.  You won’t have to the check the numbers.  Remind students that the homework assignment is due on Thursday.  Grade the textbook quiz in class and take the grade.  Continue with notes about students.

Day 4:  Ask for signed letters. Have students take out their homework, exchange, and grade. (This allows you to see who follows directions and listens the first time.) Take note of all students who do not have the homework and let them know that you will be calling their parents.  Make sure you make all calls by Friday. That way they will know you mean business about homework.  Allow students to get into groups of 4 or 5.  Then, give them an open-book vocabulary test with 20 to 25 words unique to your subject.  This activity will let you see who does and does not work well in groups.  It will save you a lot of time and heartache later.  Make your seating chart tonight based on your notes. Make parent phone calls for missing homework.

Day 5:  Last day to turn in signed letters. Put your kids into their new seating arrangement.  Then, play the Name Game.  Start with the first kid.  He says, “My name is John.”  The next kid says, “He’s John, and I’m Sam.”  The next says, “That’s John, Sam, and I am Sally.”  This continues until every kid has called all the names.  You will go last.  This helps you and the kids learn everyone’s name.  It also helps you see which kids have difficulty with this simple memory task.  Finally, end the period by having everyone read aloud from the text (2-3 sentences each).  This allows you to detect basic reading problems. 

      

     This all seems so simple, but I assure you the information you receive will be invaluable as you start the new year.  It is easily adaptable to your specific grade and subject, and it allows you to detect strengths and weaknesses within a relatively short period of time.  If you have some little tips of the trade, please share them with your fellow teachers, either on this site or in person.  They will be so grateful!  Good luck on yet another great school year!

A Great Teacher: A Follow-Up to "Key to the Future" Post

      I feel compelled to define the term "great teacher," since I used it so casually in my last blog.  Here is MY definition: one who makes an honest assessment of the needs of another human being and assists that person in finding ways to fulfill those needs.  Notice, I said nothing about age, education, certification, or experience.  Great teachers do not always come with degrees, nor do they always come with lots of experience. Can you think of a "great teacher" in your life who taught you something that somehow helped you solve a problem or accomplish a task or reach a goal?  Please share your story.

The Key to the Future Is a Great Teacher

     Recently I have heard this question everywhere from social gatherings to school board training sessions: "How do we prepare students for the future when we don't know what the future holds?"  No doubt it is a valid question, one that has been pondered by every generation since the onset of modern education.

     Some believe that everyone should go to college, that this somehow will solve the problems of the future. Well, at least it will help the future of colleges!  Let's face it.  The folks really pushing for everyone to have a college education are the ones whose lifestyles are dependent upon the masses paying tuition.  Others believe it is in technology. SmartBoards are cool, no doubt, but they are simply glorified chalkboards that often don't work.  Then, there is no place to write anything!  Over the years, I have come to understand precisely what kids need to survive and thrive in the future. If we hire and retain great teachers, they will give our kids all they need to solve the problems of the future on their own.  We provide the tools; they build the future. (This is my own attempt at a true vision statement that sums up what teachers do.)
      So, how do we go about getting and keeping these "keys to the future"?  First, districts must establish competitive salaries with decent benefits.  Great teachers, though truly dedicated, kind, and long-suffering, still have bills to pay, mouths to feed, and classroom supplies to buy.  Second, districts must give these professionals as much authority as possible over their classrooms.  Never should a new program, curriculum, or technological device be purchased without first asking the teachers if they need it or want it.  Countless dollars are spent every year by school districts on the latest and greatest "gadgets".  Furthermore, often expensive training sessions are added to the cost to attempt to gain some support for these new-fangled tools sold by snake oil salesmen as a panacea for all the ills of education without asking the people who will be using them. Gee, would anyone ever consider calling in a plumber to fix a leak and then hand him the tools we think he should use to do the job?  Those who are in the classrooms are the only ones who really know what tools they need to do the job right.
     Finally, teachers must have a very strong hand in choosing their colleagues.  The hard-working, devoted teachers know when a "bad apple" has been placed in their basket, but they do not have the authority to toss it out and replace it with a good one.  They, more than anyone, know what this can do to unsuspecting students and ultimately to society.  The bottom line is that districts must treat their teachers as the professionals they are by trusting them to do their jobs in a way that best suits their students, giving them the freedom to problem-solve, and supporting them in their decisions on how to meet the needs of their students while conquering the state and federal mandates. 
       There you have it. The solution is simple.  The problem lies in getting the governing bodies to believe it.  I don't know why it is so difficult to understand.  Maybe many people think that "simple" somehow means "inadequate." For nearly 30 years I taught writing with simple paper and pencils, and my kids were getting the highest marks on standardized tests, but more importantly, they were getting an education, not just a good test score. If we invest in great teachers, they will take care of our students.